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Author: Timothy Rasinski
Publisher: MDPI
ISBN: 3039432680
Category : Social Science
Languages : en
Pages : 146
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Book Description
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Author: Timothy Rasinski
Publisher: MDPI
ISBN: 3039432680
Category : Social Science
Languages : en
Pages : 146
Get Book Here
Book Description
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Author: Timothy V. Rasinski
Publisher: Scholastic Inc.
ISBN: 9780439332088
Category : Education
Languages : en
Pages : 196
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Book Description
Introduces oral reading teaching methods for developing word recognition and comprehension in students.
Author: Kate Berg
Publisher:
ISBN:
Category :
Languages : en
Pages : 105
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Book Description
The purpose of this action research project report was to increase reading fluency for 38 third-, fourth-, and fifth-grade students. The teacher researches collected data from a Parent Survey (n=26), Student Survey (n=38), Teacher Survey (n=12), and Teacher Interviews (n=4) for a total of 80 participants. Data was collected from September 8, 2011 through September 16, 2011. Children's struggles with fluency were apparent through observation of student's fluency rate data which was obtained through a review of student records. Further evidence of the problem was exhibited in the results of Student and Parent Surveys. These offered greater insight into parent and student opinions of reading practices in the home in relation to student reading achievement and the level of understanding of class work. Teacher Surveys and Interviews were also helpful in defining problems such as a lack of an effective fluency curriculum which contributed to difficulties with reading fluency. A repeated reading strategy was implemented as a means to increase the reading fluency rates of students. The repeated reading intervention was structured around a daily fluency routine that was implemented during small group reading. The weekly fluency routine included timed pre-tests, teacher models, choral reading, partner reading, error correction and feedback, and timed post tests. It was found that the repeated reading strategy was effective in increasing the fluency rates of students who participated in the intervention. Data collected throughout the 11-week intervention showed an overall average gain of 25 words per minute for all students (n=38). This result was mirrored by the participants (n=37) with an average gain of 15 words per minute from pre- and post-fluency assessments. In conclusion, this repeated reading strategy was an effective way to increase both the speed and accuracy of reading for general education students, as well as students receiving special education services. Six appendixes include: (1) Student Survey; (2) Teacher Survey; (3) Teacher Interview; (4) Progress Monitoring Chart; (5) Sample Reading Passage - District Curriculum; and (6) Teacher Researcher B's Intervention Group Schedule. (Contains 12 tables and 21 figures.).
Author: Melanie R. Kuhn
Publisher: Guilford Press
ISBN:
Category : Education
Languages : en
Pages : 216
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Book Description
This timely book offers two distinct approaches to oral reading instruction that can easily be incorporated into primary-grade literacy curricula. It enables teachers to go beyond the conventional "round-robin" approach by providing strong instructional support and using challenging texts. Grounded in research and classroom experience, the book explains what works and why in helping students build comprehension along with word recognition and the expressive elements of oral reading. Specific lesson plan ideas, helpful vignettes and examples, and reproducibles make this an indispensable classroom resource. Included are chapters on fluency's role in learning to read, motivation, the home-school connection, fluency assessment, and strategies for struggling readers.
Author: Timothy V. Rasinski
Publisher: Scholastic Professional
ISBN: 9781338257014
Category :
Languages : en
Pages : 320
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Book Description
All the latest research on fluency plus dozens of practical lessons and ready-to-use fluency-priming tools, including partner poems, word ladders, and more!
Author: Irene Fountas
Publisher: Heinemann Educational Books
ISBN: 9780325092331
Category : Education
Languages : en
Pages :
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Book Description
Leading for Literacy: What Every School Leader Needs to Knowis an inspiring and practical resource for all school leaders-teacher leaders, literacy coaches, school administrators, and district-level leaders. Filled with useful "look-for" tools for observing literacy teaching and reflecting upon the culture and systems of your school, Leading for Literacyhelps school leaders understand key principles of effective literacy teaching and create equitable communities of learning for all students. Leading for Literacyprovides guidance for creating a culture of collaborative professionalism, facilitating conversations about effective practice, and making high-impact decisions based on evidence and the values identified by the school team. An important resource for every school leader aiming to scale up excellence, Leading for Literacyhelps leaders create effective systems for improving the literacy outcomes of all students. With OVER 30 TOOLS to support your work, discover how to... Beginning of the book - 1. Harness the foundations of inspirational school leadership 2. Build effective teams that deliver high outcomes for all students 3. Create a common vision and shared values to create a healthy, collaborative school culture Middle of the book - 4. Implement evidence-based instructional practices 5. Observe and document student progress effectively 6. Teach English learners strategically 7. Design effective systems for intervention 8. Create high-quality book collections End of the book - 9. Harness responsibilities and opportunities as a school leader 10. Create new leadership opportunities 11. Nurture coaches and teacher leaders as important agents of change 12. Sustain and scale up systemic improvements in your district or school
Author:
Publisher:
ISBN: 9781864084290
Category : Reading (Primary)
Languages : en
Pages :
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Book Description
Author: Nina Ruskey
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 59
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Book Description
Reading fluency is an essential component of a successful reader. The National Reading Panel (2001) has endorsed fluency as one of five elements that leads to this mastery. A fluent reader not only demonstrates ease of word recognition but also indicates that the reader comprehends what is read. This is articulated by the reader's ability to interpret the text with variations in volume, tempo, rhythm and all the nuances embedded in "prosody" or proper phrasing and expression. Students enter second grade with knowledge of word decoding skills and vocabulary recognition. Reading may sound choppy and robotic. In second grade, the students need fluency instruction and opportunities to practice reading aloud to develop this reading skill. Often classroom instruction is focused on phonics and comprehension strategies and teaching students how to read fluently is missing from the lesson plan. The researcher questioned if it can be useful to instruct students to become fluent by teaching or demonstrating for example the importance of "chunking" words into phrases and using punctuation and speed to assist in interpreting the text. Can reading fluency improve with additional practice? Will repeated reading, a researched based strategy, improve reading fluency? With these questions in mind, the researcher conducted a case study using repeated reading with four struggling second grade students. During the course of four weeks, this small group met with researcher for thirty minutes each day receiving fluency instruction and reading poetry aloud. Upon the completion of the study, data was collected and analyzed. All students demonstrated improvement in fluency assessment and reading accuracy. Some students experimented with interpretation. The results of this study indicate that fluency instruction and practice using repeated reading is a successful strategy and should be included in the elementary classroom.
Author: H. Lee Swanson
Publisher: Guilford Press
ISBN: 9781572304499
Category : Education
Languages : en
Pages : 730
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Book Description
The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.
Author: Gail N. Adams
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 276
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Book Description
